Full transcript available here (unedited) pna1977.wordpress.com Andrew Cowley, author of The Wellbeing Toolkit and co-founder of Healthy Toolkit (@HealthyToolkit), presents the ultimate guide to help primary schools develop a practical, principled and values-driven wellbeing curriculum for their pupils. Schools are responsible for giving children the tools and emotional resilience to cope with the changes and challenges they will face in the future. Developing an explicit wellbeing curriculum for primary-aged children is crucial: when taught how to make good life choices and care for their physical and mental health, children will thrive both at primary school and beyond. The Wellbeing Curriculum covers a range of issues from self-awareness, looking after others and building trust, to exercise, healthy eating, cyberbullying, leadership, diversity and empowerment. It offers practical ideas for embedding a wellbeing curriculum into lessons, assemblies, PSHE and RSE sessions and as part of the school ethos. This is the must-have book for schools looking to adapt their pastoral approach, and put pupil wellbeing at the heart of the curriculum.

Homeschooling, virtual lessons , teams and zooms . These necessary and vital educational lifelines have receded from view on the vista of most teachers for the moment . Technology played a vital and essential role in supporting schools and students during lockdowns. As a profession we have settled on various ‘keepers’ from this period, notably virtual parents evenings. What we have developed in the authors view from this period is a culture of 24/7 ‘contact-ability and consequent accountability due to the misuse and over-reliance on email. During the periods of partial closure, schools immediately and successfully flipped to an online learning model . This was facilitated primarily by email accounts allowing access to the suite of services offered by Google/Microsoft or other providers. At the time , schools were also able to bolster their contacts for parents/carers with email addresses . The speed at which contact could be made was a huge advantage for attendance, safeguarding and of course learning . These email addresses also became a lifeline for families to gain support for free school meal vouchers, access to services and a direct line to teachers .At the time , there was also limited access to many external agencies. Schools stepped into this void , notably in the area of healthcare becoming testing centres overnight. They also plugged gaps in many other areas helping to support the most vulnerable in society at a time when it was needed the most. As schools returned to normal in September , the normal business of schools resumed . Leading schools in 2021 is hugely demanding and rewarding . It requires fortitude , strength of will , huge reservoirs of energy and to maintain this a healthy work-life balance. The number of adverts currently in TES for senior leaders is testament to the size and scale of the challenge .Alongside the everyday work schools do in providing quality of education, personal development, curriculum and outcomes and behaviour , many of the expectations added during partial closures have continued to be the expected ‘norm’ for school leaders . I noticed this building during the summer holidays of 2021 when significant numbers of emails would land in my inbox daily from external agencies , parents and teachers . These extra expectations are demanding in and of themselves but the added accountability and contact-ability have the potential to considerably add to the challenges leaders and teachers already feel . There is also the added expectation of immediate contact from both parents and students. Having engaged parents and keen learners is obviously a very positive situation fro schools , however issues can arise when emails are not returned immediately and there is also the potential for misunderstanding on both sides . During the lockdowns and partial closures , working patterns shifted and life was restricted . Now that society and schools are fully open, we need to regain the work/life balance that is essential to maintain equilibrium in a very demanding job , the use of email needs a fundamental reassessment

Schools need to have purchase on the curriculum: why they teach the subjects beyond preparation for examinations, what they are intending to achieve with the curriculum, how well it is planned and enacted in classrooms and how they know whether it’s doing what it’s supposed to. Fundamental to this understanding are the conversations between subject leaders and their line managers. However, there is sometimes a mismatch between the subject specialisms of senior leaders and those they line manage. If I don’t know the terrain and the importance of a particular subject, how can I talk intelligently with colleagues who are specialists? This book sets out to offer some tentative answers to these questions. Each of the national curriculum subjects is discussed with a subject leader and provides an insight into what they view as the importance of the subject, how they go about ensuring that knowledge, understanding and skills are developed over time, how they talk about the quality of the schemes in their departments and what they would welcome from senior leaders by way of support. We have chosen this way of opening up the potentially difficult terrain of expertise on one side and relative lack of expertise on the other, by providing these case studies. They are suggested as prompts rather than the last word. Informed debate is, after all, the fuel of curriculum development. And why Huh? Well, 'Huh?' may be John's first response when he walks into a Year 8 German class but, in fact, we chose 'Huh' as the title of our book as he is the Egyptian god of endlessness. As Claire Hill so eloquently comments in her chapter, 'Curriculum development is an ongoing process; it's not going to be finished, ever.' And we believe that 'Huh' captures a healthy and expansive way of considering curriculum conversations.

Amy is currently Regional Education Director with Academy Transformation Trust and will be Deputy CEO - Education with Diocese of Coventry MAT as of 1st September. Natalie is Principal at North Walsall Primary Academy, part of Academy Transformation Trust. Episode emphasises the importance of a ‘curriculum mindset’ when it comes to behaviour and routines. Key themes: Climate Curriculum Consistency Continuous improvement

A welcome return to Naylor's Natter for Doug , we talk about TLAC 3.0 and we get an exclusive! Doug talks about the tracks that influenced him when he was writing the book and we play them for you. This is a Vinyl Suite exclusive! Teach Like a Champion 3.0 is the long-awaited update to Doug Lemov’s highly regarded guide to the craft of teaching. This book teaches you how to create a positive and productive classroom that encourages student engagement, trust, respect, accountability, and excellence. In this edition, you’ll find new and updated teaching techniques, the latest evidence from cognitive science and culturally responsive teaching practices, and an expanded companion video collection. Learn how to build students’ background knowledge, move learning into long-term memory, and connect your teaching with the curriculum content for tangible improvement in learning outcomes. The new version of the book includes: An introductory chapter on mental models for teachers to use to guide their decision-making in the classroom. A brand new chapter on Lesson Preparation. 10 new techniques Updated and revised versions of all the technique readers know and use A brand new set of exemplar videos, including more than a dozen longer “keystone” videos which show how teachers combine and balance technique over a stretch of 8 to 10 minutes of teaching. Extensive discussion of research in social and cognitive science to support and guide the use of techniques. Additional online resources, and supports Read this powerful update to discover the techniques that leading teachers are using to put students on the path to success.

For students to benefit from lessons, they must attend, listen and try their best. But at times, almost all teachers struggle to manage classroom behaviour and to motivate students to learn. Drawing on decades of research on behavioural science, this book offers teachers practical strategies to get students learning. The key is students’ habits. This book reveals simple yet powerful ways to help students build habits of success. Harry Fletcher-Wood shows how teachers can use behavioural science techniques to increase motivation and improve behaviour. He offers clear guidance on topics such as using role models to motivate students, making detailed plans to help students act and building habits to ensure students keep going. The book addresses five challenges teachers face in encouraging desirable behaviour: Choosing what change to prioritise Convincing students to change Encouraging students to commit to a plan Making starting easy Ensuring students keep going Workshops, checklists and real-life examples illustrate how these ideas work in the classroom and make the book a resource to revisit and share. Distilling the evidence into clear principles, this innovative book is a valuable resource for new and experienced teachers alike. Blog: https://improvingteaching.co.uk/about/ Book  https://www.routledge.com/Habits-of-Success-Getting-Every-Student-Learning/Fletcher-Wood/p/book/9780367444983

We all know the education system has its flaws, but they shouldn't stand in the way of providing the very best learning experiences for your pupils. This book presents a ground-up approach to help you manage the obstacles you might encounter and implement day-to-day methods to maintain your love for the profession, teach effective lessons and ensure pupil progress. Omar Akbar, author of The (Un)official Teacher's Manual, offers a wealth of hard-won practical advice for avoiding frustration and developing teaching techniques that have a real impact in the classroom. Full of hilarious anecdotes and exploring hot topics such as pupil apathy, enriching the curriculum, Ofsted, data and behaviour, this book is a refreshing and uplifting take on what NQTs can do to have a happy, healthy and successful career in education – starting now. Contents: Introduction Why teaching is the best job in the world How to make the curriculum work How to overcome pupil apathy How to make paper work How to manage all things data How to survive against the Ofsted odds How to manage behaviour policies How to use rewards effectively How to build positive relationships with your pupils How to get the support you need How to be a happy teacher

Shimamura’s MARGE model, described as a ‘Whole-Brain Learning Approach for Students and Teachers’, builds links between the areas of neuroscience, cognitive science and the practice of classroom teachers. Through discussing key ideas within the learning process – Motivate, Attend, Relate, Generate and Evaluate – Shimamura’s MARGE is a valuable lens through which we can discuss learning. This book aims to bring the MARGE model to life through the use of case studies written by practising teachers, and examples taken from classrooms across a range of phases. Through taking each of the principles of MARGE in turn, this practical guide helps all teachers better understand how they can develop their practice and improve the impact they have with the students they teach 0Q2ZStvwKCsgMvIt2Ghn

The vinyl suite is an opportunity for guests to share with listeners how music has influenced them and their career. Ideal for a run, walk or just a rest! Featuring: Nimish Lad Nikki Cunningham-Smith Halil Tamgumus 

Following on from the huge success of Boys Don’t Try? this essential new book answers nine key questions about how teachers and schools can best tackle boys’ academic underperformance. For decades schools have grappled with the most significant barriers to male academic success: a lack of motivation to succeed, poor attitudes to learning, lower literacy levels and a reluctance to read for pleasure or write at length. In this compelling book, Mark Roberts provides clear answers about how teachers can tackle ‘The Boy Question’. Each chapter answers a frequently asked question about how best to teach boys, outlining the issue and demonstrating what can be done about it. Informed by a wealth of research and the author’s personal experience of successfully teaching boys, this book offers an abundance of practical advice for the busy classroom teacher. It will shine a light on what makes boys tick and how we can design effective curriculums to ensure they can best acquire powerful knowledge. With practical advice and examples to help address anti-social attitudes and stem the cycle of boys’ underachievement, this is essential reading for all teachers and school leaders. Mark's books: https://www.amazon.co.uk/Mark-Roberts/e/B08B4Z2FQH/ref=dp_byline_cont_pop_book_1 Mark's podcasts: https://podcasts.apple.com/gb/podcast/boys-dont-try-the-podcast/id1509601921